Cooks Competency Mapping and Qualifications Framework Project DRAFT REPORT

Transcription

1 Cooks Competency Mapping and Qualifications Framework Project DRAFT REPORT DRAFT #1 March 31, 2008 Developed by: Gail Hall & Associates For: Canadian Tourism Human Resource Council Section 2 page 1 of 6

2 1.0 Executive Summary Clearly identified career paths and progressive Qualifications can improve the productivity for industry through recruitment, selection and retention of skilled workers. Qualified individuals provide skilled labour. But how do employers know what various Qualifications mean and how they relate to one another? How do individuals considering entering the cooking profession know the options and understand the differences in programs and Qualifications progressions? In order to identify and promote positive career options, the cooking profession and the value of Qualifications and optional learning routes must be described in a cohesive, clear and realistic manner. This project was initiated by Chefs and educators who saw an opportunity to work together to provide clear resources that encourage new entrants to the trade. Chefs, industry, educators, apprenticeship and tourism human resource organizations worked together on the project, beginning discussion on a Pan- Canadian basis about how Qualifications in the cooking profession link to one another. There is a growing understanding and acceptance of the need to recognize applicable learning by granting advanced or partial credit to individuals moving between countries, between jurisdictions, between institutions, or between programs. Flexibility in process, validity in assessment, and the commitment to articulation and recognition of prior learning are key to mobility and the attraction of skilled labour in today's global context. If progressive learning and Qualifications are to be valued by individuals and by employers, there needs to be clear information, easily accessed and easily understood. Key users of this information are individuals considering entering the field of cooking, those wishing to extend their learning and the related recognition through Qualifications, employers looking for qualified individuals, and internationally trained immigrants that Canada is seeking to join our labour pool. This project is an initial step to linking existing programs and Qualifications, about transferability of learning credits. It is about 'connecting the dots'; it is not about changing existing programs. However, there are challenges in clarity of information from lack of consistency in position titles and related responsibilities, as well as confusion in terminology and descriptors of Qualifications and the training offered to gain those Qualifications. Barriers to efficiency in articulation, transfer of credit and partial credit were also identified. The project considered the emerit Line Cook designation, Canadian Culinary Institute designations of Certified Chef de Cuisine and Certified Working Chef Section 2 page 2 of 6

3 and Certified Master Chef (both under development), Journeyperson Cook /Red Seal Qualification, and post-secondary education certificates, diplomas and degrees. Part of the project was to map the competencies or learning outcomes associated with selected sample curriculum of these Qualifications, to identify commonalities, gaps and possible joint credit or advanced standing. The study identified much potential for greater articulation amongst existing Qualifications. Specific recommendations are made in three areas; to improve awareness of Qualifications in the cooking field and understanding of their value, to increase clarity of information about Qualifications and optional training programs, and to increase credit transferability and mobility options. In order to provide a framework to clearly demonstrate linkages between existing Qualifications and optional routes to various Qualifications, the Advisory Committee and Project staff developed the first stage of a simplified Qualifications Framework for the Cooking Profession. The framework needs additional work, but it appears to provide the basis for comparison of Qualifications, and defining how one can progress within the industry. As well as the draft framework, some simple schematics and introductory information were produced to provide a Qualifications Career Progression visual. This Qualification Framework and Career Path package was discussed at four regional consultation meetings to gain further input and refinement. More work needs to be done, but all stakeholders demonstrated a strong commitment to the project, and a willingness to work together to develop the next phases of a Qualification Framework and accompanying mobility information for individuals and employers. It appears the timing for this cooperative development is right. Section 2 page 3 of 6

4 2.0 Introduction Cooks Mapping and Qualifications Framework Project Report According to the Stats Can 2006 Census, there are XXX individuals who consider themselves cooks, and xxx who consider themselves chefs. The These individuals are employed in a range of types of hospitality operations, from independent restaurants through large chain hotels and restaurants, and from large urban centres to small rural and northern centres. But there is also increasing mobility to employment in other industry groups from urban health institutions, government operations, to food production operations, research facilities, and to northern operations in tourism but also in new economic development sectors such as mining. These (number) individuals all cook or prepare food for others. In view of the increasing concern and public interest in both food safety and in nutrition, Qualifications for cooks are becoming increasingly important. The difficulty comes in defining what is a cook and what is a chef. What Qualifications are required or are recommended and valued in the field? Professionals in the field state We are all Cooks titles (Chef, sous-chef etc) are sometimes used as position titles and recruitment ploys, not dependent on Qualifications or responsibilities. Along with confusing terminology in position titles, varying by operation, there is also a great deal of confusion in terminology and descriptors of Qualifications and the training offered to gain those Qualifications. Some programs start with a year of chef training and then move to Culinary Arts in order to gain skills to qualify for post-secondary Diplomas as well as to qualify to write the Red Seal exam to be eligible to gain provincial Journeyperson Cook Qualification, which on successful completion could also provide a Red Seal interprovincial endorsement. There are levels of apprenticeship training, and levels describing some provincial curriculum programs - which are not necessarily equivalent. How is an employer expected to value a Qualification if it is difficult for them to understand the related levels of Qualifications and what skills a graduate will bring to them? How can a qualified individual promote their skills through the Qualification(s) if there is no clear understanding of their value? The importance of Qualified individuals to an operation in order to be able to be most efficiient and productive is clear; what is not clear is what each of the Qualifications offers an employer. This confusing terminology in the field of practice of cooks is difficult for those who are considering entering it, or for those who would like to move ahead professionally. If we are to promote the value of learning and the value of Qualifications, they need to be clearly outlined and connected, both for career Section 2 page 4 of 6

5 progression potential, and for benchmarking qualifications of internationally trained immigrants that Canada is seeking to fill our labour market needs. This project is an initial step towards clarifying Qualifications that exist in the field, and identifying how they relate to one another to offer optional career paths in the cooking profession. At the first meeting of the Project Advisory Committee in October 2007, a project purpose statement was developed to guide the work of the project and communications. Project Purpose Statement: To conduct a comparative review of cooking certifications in Canada to identify career paths which will improve productivity for industry through the recruitment, selection and increased retention of skilled workers. 2.1 Background In 2007, members of the Canadian Culinary Federation (CCFCC) and individual educators who were interested in clarifying and unifying the field of cooks qualifications spoke with the Canadian Tourism Human Resource Council (CTHRC) about facilitating and managing a project to look at mapping the competencies required for various Qualifications, and seeing where the logical progressions, advanced standing, and opportunities for filling gaps may be. The project was also to look at identifying some good practices and take the first step towards developing a Qualifications Framework within which the endorsed Cooking Qualifications would fit and connect to one another. This was seen to be helpful for individuals coming to Canada for employment and/or further training in the field, as well as for Canadians looking for mobility within our own country and internationally. Interest was high from key stakeholders (CCFCC), CTHRC and the regional tourism Human Resource Organizations (Tourism Education Councils), Apprenticeship, and education. The time seemed right to initiate discussions. There was also recognition of the huge looming demand for cooks and the need for increasing the supply of qualified individuals, both from within Canada and from other countries. It was also understood that if some advanced standing or credit were able to be given for applicable prior learning there would be more incentive for individuals to work towards Qualifications. Section 2 page 5 of 6

6 The project was initiated and managed by CTHRC under their Foreign Credential Recognition umbrella, and was completed between October and April Project Purpose One of the first activities of the Advisory Committee in October/07 was to craft a Project Purpose Statement that could be used consistently by everyone when discussing the project. Following a number of revisions, the Committee agreed to the following statement. Project Purpose Statement: To conduct a comparative review of cooking certifications in Canada to identify career paths which will improve productivity for industry through the recruitment, selection and increased retention of skilled workers. The Advisory Committee reviewed the statement again in March/08, and was confident that the statement still reflected the purpose and work of the project. The contract also required, as part of the project: Identification of Qualifications (Industry, Apprenticeship, Education) Competency Mapping Comparative Analysis commonalities, gaps, interesting practices, linkages and potential linkages between Qualifications, and existing and potential joint credit or recognition. Development of a Qualifications Framework model for the Qualifications in the field, and Recommendations for next steps and future efforts. 2.3 Advisory Committee Involvement and direction from the Advisory Committee was key in this project. Members freely gave of their time, their expertise and their creativity in working towards a common goal. They were open to the views of other stakeholders and truly interested in input and involvement from as broad a range of industry, educators, apprenticeship representatives and other stakeholders as possible. Without their efforts, this work could not have happened. Members of the Advisory Committee are (see Appendix A-1 for contact information): (list with Name, organizations and positions only) Section 2 page 6 of 6

7 2.4 Methodology/Workplan Meetings of Project Advisory Committee: Research: The Advisory Committee was involved throughout the project, with a number of in-person meetings, plus some on-line meetings to discuss specific topics. The initial meeting at the beginning of the project was particularly important to set the direction and common agreement about the work of the project. At various stages the committee reviewed results of the project and provided key input on the recommendations and the presentation of the Framework documents. Advisory Committee involvement in our regional consultation meetings at the end of the project was key to their success, as it demonstrated stakeholder leadership. Consultations with stakeholders At various stages of the project, individual members or organizations were contacted to provide input, clarify findings, or provide suggestions on the project. o CTHRC/TECs o Canadian Culinary Foundation (CCFCC)- nationally and provincially o Canadian Culinary Institute (CCI) representatives of CCFCC o Canadian Council of Directors of Apprenticeship, and additional provincial contacts o Instructors/Program chairs from select colleges o A few recent graduates of certification programs or students, possibly through student members of CCF provincial groups. o Individual cooks, chefs and educators, particularly through the regional meetings o Others as identified by the Advisory Committee as the project progressed General research was done across the country to identify existing principles of assessment and articulation, and to identify and agreements in place. The project researched: o policies and procedures in assessment of training, credentials/qualifications and transfer of credit in Canada o Provincial/interprovincial transfer guides, including any processes for individual credit assessment and transfer o Any provincial strategies or future considerations to develop provincial/jurisdictional qualification frameworks within the cooking occupations o CICIC assessment guidelines and national standards project Section 2 page 7 of 6

8 Specific information on Chefs/cooks training and certification was gathered, including: o Emerit Standards and certification for cooks o CCC program of CCI and new designations being developed (certified Working Chef and Certified Master Chef) o Apprenticeship programs o Scan of culinary programs offered at sample post-secondary institutions to identify what level they are listed at compared to Apprenticeship (including those institutions listed as Culinary Educational Institutions by CCFC). This was a limited sample due to the restraints of the project. Qualification Frameworks in other countries or regions were reviewed in order to be able to identify characteristics that should be included in a framework in order to be able to transfer to other frameworks. Data analysis and mapping The research findings were analysed and various mappings of comparison of learning outcomes of currriculum for Qualifications or the standards the programs are based on were completed for comparison of competencies. There was also a listing of good principles of assessment and articulation, drawn from various sources, that the framework would use as a basis for development. Develop recommendations. As a part of the project results of the data analysis and feedback from individuals allowed us to identify: o Possibilities for greater articulation, laddering and/or joint recognition between programs and jurisdictions o An outline of a potential Qualifications Framework. This outline would identify possible linkages between provincial/jurisdictional systems and a national framework, with an underlying principle of continued provincial/jurisdictional autonomy with clear links to a common pan- Canadian Qualifications Framework for Cooking Occupations. Key principles of a Qualifications Framework and rationale would be included as well as agreed upon components. Regional consultation meetings As the project progressed, it was identified that it would be valuable to have a number of regional meetings of stakeholders in order to gain feedback on our recommendations and draft framework. The project was extended to allow for this, and regional meetings were planned for Section 2 page 8 of 6

9 Winnipeg (Manitoba/Saskatchewan), Montreal (Quebec/Ontario), Halifax (4 Maritime provinces), and Vancouver (BC/Alberta). Input from individuals at these meetings and consensus of groups was then incorporated into the final report. Reports A draft report was submitted at the end of March. In April, members of the Advisory Committee reviewed portions of it, and results of regional consultations were used to adjust items in the report. The final report was submitted early May, Section 2 page 9 of 6

10 2.5 Connection with other CTHRC FCR Projects As the project progressed, there were two other related FCR projects contracted through CTHRC. Our Project Team initiated discussion with the contractors of the other projects. We invited them to participate in our Advisory Committee meeting of February 4 th in order to gain background and an understanding of what this project entailed so they could make use of any results, and not have to duplicate efforts. The greater connection between projects the better the effectiveness of all results. The other two projects of particular relevance to this one are: A comparative study of the CTHRC Line Cook Standards and Certification with the Vancouver Community College (VCC) curriculum for cooking. This project was initiated to identify any possible joint credit opportunities, advanced standing, or articulation options. It clearly feeds in to the work of this project, as articulation agreements (or previous reviews) of one endorsed program becomes rationale for articulation agreements with similar programs in other institutions. The other project is a comparative study of the Apprenticeship process between Germany and Canada. This review may provide additional suggestions for both process of training and certification in Canada, and articulation with other Qualifications. 3.0 General Findings 3.1 Qualifications Available Qualifications to be included in the current framework draft have been categorized into 3 types: o Industry Qualifications o Apprenticeship Qualifications, and o Post-secondary public education Qualifications Private college qualifications and short term certificates have not been included in this first framework draft, as there are currently no minimum standards in place for these programs. It is felt that over the next few years, there is definite potential to begin to include some of these Qualifications as the standards evolve Industry Qualifications: o Emerit Line Cook Certification: Page 10 of 51

11 Emerit certification is a professional credential providing a professional designation of Tourism Certified Professional (TCP) through the Canadian Tourism Human Resource Council. To become certified, individuals must pass a knowledge exam, pass a practical evaluation of performance, and have 6 months or 600 qualified hours (soon to be raised to 1000 hours) prior to the performance evaluation. Prerequisites are a food safety certificate and WHMIS certificate. Individuals register and are assessed through the provincial tourism Human Resource Organizations (previously known as tourism education councils). o CCI programs The Canadian Culinary Institute (CCI) administers certifications under the auspices of the Canadian Culinary Federation. The Certified Chef de Cuisine (CCC) program, has been available since 199? The CCC is the highest professional culinary recognition and accreditation in Canada. It represents the culmination of the highest standards of managerial and administrative responsibilities, culinary skills and dedication to the cooking profession. The CCI works jointly with selected public and private culinary schools to deliver the program and then evaluate course work from candidates. Local branches of the CCF have a significant role in the implementation and presentation of the CCC course. Each branch is responsible for an Education Chair to proctor, mentor and co-ordinate the program. The Canadian Culinary Federation is in the process of introducing two new certifications; the Certified Working Chef (CWC) as a credential leading up to the CCC (not a prerequisite to CCC), and the Certified Master Chef (CMC) as a credential above the CCC. Certified Working Chef (CWC) will be introduced as a level of certification before Certified Chef de Cuisine. The objective of this certification is to have a stepping stone to CCC. Students will not be required to be a CWC in order to write for the CCC designation. There is also no set waiting period between when a candidate can write CWC and CCC. The pre-requisite for CWC is Red Seal plus one year of working experience. The first program will be offered through Humber College in January Following the pilot period, the program may be available to other colleges. The program, which has been approved by the Ministry of Training, Colleges and Universities (MTCU), will include 360 hours of formal learning, including 240 hours of either on-line or part-time so students can keep working, and 120 hours of practical experience. The course will cost $600 and take approximately one year to complete. Page 11 of 51

12 Certified Master Chef (CMC) will be the highest level of certification and is based on a combination of the European and U.S. models. CCC will be a pre-requisite. Only CCFCC members will be able to apply to become a CMC. A personal interview will be part of the application process for the program. Theory will be intensive, and the practical exam will take five six days to complete. Consideration is being given to providing the theory on-line. The standard for this level of certification is very high and it is not anticipated that there will be many CMCs. The World Association of Chefs Society (WACS) is trying to create a Master Chef certification and may endorse the Canadian program Apprenticeship The Cook Journeyperson status with Red Seal interprovincial endorsement is the most recognized Qualification in cooking in Canada. It becomes the benchmark for all other Qualifications. o Cook Certificate of Qualification (and Interprovincial Red Seal) can be gained through either: a) 'Apprenticeship route'; ie work experience/learning reinforced with in class technical training at an approved educational institution. Length of technical training and number of levels of technical training varies by jurisdiction from 2 to 3 levels (usually hours of technical training in class over 2 or 3 years). Total hours required including industry experience/learning under Journeyperson supervison varies between 5,000 and 6,000 hours depending on jurisdiction and may include hours spent in technical training. In school assessment may include practical assessment, depending on the jurisdiction and institution, or b) 'Tradesperson route' where an extended amount of applicable work experience/on the job learning allows an individual to have their competencies signed off and then to challenge the exam. The requirement for a mandatory practical assessment varies by province. Alberta and Quebec are the only jurisdictions where there is still a provincial Certificate of Qualification as an option in a Red Seal trade. The AB provincial Qualification is currently being phased out. o In Ontario, there are an additional two provincial Qualifications in the trade: a) Assistant Cook Certificate of Qualification is available only in Ontario. It can be registered for directly, or can be gained through early exit from Cook's Apprenticship hours total required to write exam for Assistant Cook. 360 hours of technical training (in class) is included. Page 12 of 51

13 b) Chef Certificate of Qualification is available in Ontario only. It is delivered through an educational institution (HUMBER only at this time; piloting the program), through blended learning (some in person, some online) of 360 hours, over 14 months. It is set up for those Red Seal cooks currently employed with approximately 2000 hours beyond Journeyperson. There is a combination of theory testing and black box practical assessment. o British Columbia and Quebec are undergoing reviews of their Cooks Qualification process and Qualifications Public post-secondary education Qualifications Within the field of cooking (culinary arts), there are various Certificates, Diplomas and Degrees delivered by post-secondary educational institutions across the country. Because of the range of times and content included particularly in certificates, the Advisory Committee agreed that for inclusion in the draft framework at this time, Certificates in the Culinary field require a minimum of 900 hours of instruction, and Diplomas in the Culinary field require a minimum of 1500 hours of instruction. 3.2 Profile of the Cooking profession.. this section to be completed once we receive the 06 census figures and supply/demand statistics. 3.3 The current environment Throughout the time of the project, the Project Team found an urgency in the feelings of those involved in the cooking profession; an urgency towards making sense out of the varied Qualifications, terminology and learning paths available. The need was felt to be urgent because of the looming need for qualified labour in the field and competition with other industries, and the concern for public safety General findings Those involved with the cooking profession, whether currently working in the field or involved in another fashion, held many similar views. We found: an extremely committed industry, wanting to raise the bar of professionalism in their field; Page 13 of 51

14 a mounting concern about public safety and the resulting need for qualified people working as cooks; concern about lack of recognition of the value of Qualifications, both in terms of monetary recognition and understanding of competencies and skills gained; a broad recognition that there is confusing information related to training and Qualifications options, with no consistent terminology; a strong willingness of educators, industry and Apprenticeship to work together for the benefit of the industry; good potential for joint credit and advanced standing between Qualifications; some new models of delivery, and strong interest in exploring a Qualifications Framework Challenges and barriers to clear career path options There are key challenges to individuals gaining a clear picture of the Qualifications available, transfer of credit, and how various Qualifications in the cooking profession relate to one another. Items here are taken from the primary perspective of a potential student/learner, individuals employed, and employers in the field. In addition, the views of educators/training deliverers and policy makers involved in the project have been taken into account. a) Awareness, Understanding and valuing Qualifications 1. There is a lack of strong recognition by individuals and employers of the value of Qualifications in the field, especially in a time of high demand, low supply. 2. There is limited understanding by employers as to how Qualifications might be used effectively for selective hiring and advancement. 3. Individuals and employers do not have a clear understanding of the range of Qualifications available, and what content/competencies are covered in each. 4. There is not sufficient employer support of employees to gain Qualifications. 5. There is no central pan-canadian hub coordinating information on qualifications or to help clarify questions concerning Qualifications in the profession. 6. A difficulty exists for employers and educational institutions to assess the equivalency of international Qualifications on a Pan-Canadian basis (informally or formally) when there is no framework for Canadian Qualifications in the profession on which to base the evaluation. b) Training Available Page 14 of 51

15 7. There is no consistency in terminology in the field related to training program types and levels of training, nor as to how educational programs link to Apprenticeship programs and years. This makes it more difficult for the prospective student to make choices in programming and Qualification options. 8. Completion and success rate of training for Qualifications is seen as a major issue for those in Apprenticeship, in Education and in Industry training programs. 9. Information concerning training available, differences between programs and paths for continuous learning and advanced Qualifications is nonexistent, limited, or confusing in many cases. c) Transferability and Mobility 10. There is a general lack of clarity - for individuals, for employers, for educators, for internationally trained - in understanding how Qualifications relate to one another, and how a person might be able to move between learning paths (Apprenticeship, Education, Industry), to gain multiple Qualifications, or to have equivalent Qualifications recognized. 11. There are differences between jurisdictions and between institutions in delivery of training content, length and delivery modes (and sometimes requirements for credit) delivered for similar Qualifications types. This is true for Apprenticeship and for educational certificate and diploma programs. 12. There are barriers in process allowing efficient transfer between jurisdictions while in process of earning any type of Qualification in the field. 4.0 Mapping Results As a part of the project, we were to map the learning outcomes or competencies of the Qualifications, and identify commonalities, differences, and gaps in learning - in breadth of topics and in depth of skills. 4.1 Resources used for mapping The Project Team used the following as the basis of comparison: o Emerit Line Cook Standards and its Certification process o Technical training curriculum learning outcomes from provincial apprenticeship program guides or curriculum from selected approved training deliverers across the country o A sample of post-secondary institution program and course outlines (including learning outcomes) o CCC program outline Page 15 of 51

16 Data was collected from the following Apprenticeship programs or materials: NS - The Atlantic region as delivered at Nova Scotia Community College, Ackerley campus.( Atlantic Curriculum Outline For the Cook Trade June, 2004) AB Alberta (Industry Training Cook Apprenticeship Course Outline ) ON Ontario (Ontario Level One and Two of Apprentice Curriculum LO s 2001 curriculum document) BC - British Columbia (BC ITA Program Outline 2005) IPG - Interprovincial Program Guide (IPG draft Dec 2007) And the following education program materials: NSCC - Nova Scotia Community College (One Year Cooking Certificate Report Date 1/2/2007 and 2nd year curriculum Culinary Arts Diploma - January 2006) NAIT - Northern Alberta Institute of Technology (both certificate & diploma NAIT LO Guides Copyright 2007) CS & CM - Ontario Program Standards for 2 semester Culinary Skills (formerly Chef Training) and the 4 semester - Culinary Management programs (dated 1997 per ON MET website) Although only a sample of post-secondary programs were reviewed, it was assumed that for the purposes of this project, the common outcomes would be similar across the country, although specialties may vary. Note: The draft Apprenticeship Cook Interprovincial Program Guide was received in January 2008, and it was at that point determined that we would use the 40 sub-categories identified in the Cook Profile as the categories for our mapping comparisons. This decision was based on the fact that the 40 sub-categories seemed to be modular enough that all programs and courses could identify with them for the basis of comparison. Learning outcomes from individual courses in Certificate and Diploma programs could be compared to the 40 sub-category topics. This meant some revision of our previous work which had been done in slightly different categories, but it was felt to be the best benchmark for comparisons. HRSDC made clear that this Interprovincial Program Guide was a draft copy which had not yet been validated across the country. However, it was the best document we had, and so it was decided to proceed using it as the basis - while noting that it was draft, and subject to change. 4.2 Challenges of mapping Page 16 of 51

17 Since all program outcomes are not in the same format, and some only provide the high level outcomes, not sub-outcomes, there are times when it is difficult to say with certainty that outcomes are equivalent. With most curriculum, however, outcomes are detailed enough to be able to compare at the required level. With apprenticeship program guides, it needs to be noted that the in school technical training is to be complemented with on-the-job learning, and thus the depth of learning comes from the supposed reinforcement on the job. In some program curriculum (eg Ontario Chefs Apprenticeship training), it is clearly stated what learning is to be done in the classroom and what is to be done on the job. If this were done in all program guides, it would be helpful to see the complete learning expected prior to gaining a Qualification. One challenge here, however, is the fact that on-the-job training is not consistent because all supervising Journeypersons may not be equally competent in training, and the workplace itself may not lend itself to practicing all the required skills. However, on the basis of looking for a minimum 70% match for equivalency, we believe the outcomes provided allow this to be done. The 70% match is the highest standard used for pass mark across the country, and was felt to provide a valid basis for baseline equivalency. 4.3 Competency Mapping Results Categories used for competency mapping and comparison changed a bit as the project progressed. At the beginning, we had to attempt to use composite categories that could compare the various courses within programs across the country, as that is the way their learning outcomes are organized. Once we received the draft Interprovincial Program Guide from Apprenticeship, we reorganized some categories to match those in the Guide/Cook Profile, as it was felt to be the best benchmark for comparison. The Cook Profile, NOA comparison to IPG Units and suggested scheduling of courses per level from the draft Interprovincial Program Guide.can be found in Appendix D-1. Categories used were: Occupational Skills: o Introduction to the Cooking Industry o Personal Hygiene and Kitchen Sanitation o Health and Safety o Tools and Equipment o Weights and Measures o Cooking Principles o Receiving and Storage o Menu Planning and Costing Stocks, Soups and Sauces Page 17 of 51

18 o Stocks and Soups o Sauces Produce o Vegetables and Fungi o Fruit o Thickening and Binding agents Pastas, Pulses, Grains and Nuts o Potatoes o Pulses, Grains and Nuts o Pastas and Dumplings Game, Meats and Poultry o Meats o Poultry o Marinades, Rubs and Brines o Game Fish and Seafood o Fish o Seafood Garde Manger o Salads o Sandwiches o Condiments and accompaniments o Charcuterie o Aspics, jellies o Hors d oeuvres & canapes Dairy and Egg Products o Eggs and Dairy Products o Breakfast Cookery Cooks Mapping and Qualifications Framework Project Report Baked Goods o Intro to Baking o Pastries o Bread products o Cookies o Pies, Tarts, Flans and Fillings o Cakes, tortes o Icings, glazes, meringues and dessert sauces o Custards and creams o Frozen desserts Page 18 of 51

19 o Chocolate Apprenticeship programs across the country As there has been some concern that the curriculum taught across the country may not be equivalent, we reviewed outcomes of the provincial programs we gathered. There is no concern about common competencies equivalencies from our review; but of course some programs go into more depth on some topics or add regional specialties. The outcomes are equivalent across the country; the number of technical levels delivered, the delivery timing and clustering of sub-categories is not. Appendix D-2 demonstrates the variation in levels and scheduling across the country. The challenges resulting from this are the difficulty in transferring between jurisdictions during the time of the apprenticeship Apprenticeship to Educational Certificates and Diplomas The categories used for the mapping were taken from our early comparative work plus the Apprenticeship Cook Profile and draft Interprovincial Program Guide. Because of additional items in some curriculum, the categories compared are more extensive than within Apprenticeship, and are here grouped in a different manner than in the Apprenticeship Cook Profile. They are (additional categories to those earlier comparisons are in italics): Vegetables, Fruit and Farinaceous Produce: o Vegetables and fungi o Potatoes o Pulses, Grains & Nuts o Pastas and Dumplings o Fruit Meats o Meat o Poultry o Game o Marinades, Rubs and Brines Seafood o Fish and Seafood Stocks, Soups, Sauces o Stocks and soups Page 19 of 51

20 o Sauces o Thickening and binding agents Garde Manger o Salads o Sandwiches o Condiments and accompaniments o Charcuterie o Aspics, jellies and glazes o Hors d oeuvres & canapes Cooks Mapping and Qualifications Framework Project Report Baking o Intro to Baking o Pies, Tarts, Flans and Fillings o Pastries o Bread and yeast products o Cookies and quick breads o Cakes, tortes o Icings, glazes, meringues and dessert sauces o Custards and creams o Frozen desserts o Chocolate Eggs and Breakfast o Eggs o Dairy Products o Breakfast cookery Occupational Skills o Hygiene and sanitation o Health and safety o Tools and equipment o Weights and measures o Cooking principles o Receiving and storage o Menu Planning and costing o Nutrition Other o Communication o Wine, spirits and beers o Train the trainer o Human Resources Page 20 of 51

21 o Computer skills o Styles of service o Non-alcoholic beverage service o Convenience foods o Professional development o Legal o Data collection Cooks Mapping and Qualifications Framework Project Report The complete mapping comparison summary of Apprenticeship to the Certificate and Diploma sample programs can be found in Appendix D-3. However, as a simple summary, it can be said that for most of the sub-categories, there was found to be a full (70% or greater) match. The areas with less than a full match in all programs, or with a question about how full a match because of limited information in the learning outcomes, were in the area of Baking, dairy products, condiments and accompaniments, and those items in the other category which are only offered in certain programs. On the whole, there is good equivalency between Cooks Apprenticeship and Diploma programs in the core competencies. One topic in particular that should be noted is that of Train the Trainer. Since the industry relies heavily on workplace training, it is a definite void in the core competencies of these programs. In one or two jurisdictions, there is a voluntary Train the Trainer program for Journeyperson s taking on apprentices. Alberta is the only jurisdiction (of those we reviewed) to incorporate it within their apprenticeship technical training emerit Line Cook to Cooks Apprenticeship The emerit Line Cook standards were compared to the outcomes of the 40 subcategories in the draft IP Guide. The full comparison can be found in Appendix D-4. Results of this comparison found some sub-categories at full match, a number at a partial match (50-70%), and some with no match. Summary: Looking at the match in general categories, we find: Full match in: o Safety, Sanitation, Health o Basic Fundamentals o Stocks, soups and sauces o Seafood Partial match in: Page 21 of 51

22 o Professionalism o Vegetables, starches and Entrementier o Meats, Poultry, Butcher shop o Fish o Cold kitchen No match in : o Breakast o Baking o Menu planning and costing In addition, the emerit Line Cook does not include Wine, spirits and beer, Human Resources, or basic food service provided in some of the certificates and diplomas CCI programs CCI has learning outcomes for the Certified Working Chef (CWC), deemed to be the same as those of the Ontario Chef Apprenticeship program, therefore there was no need to do an additional comparison. Since CCI is still holding discussions with Humber as to whether (or how) dual Qualifications might be gained for those taking the Chef Apprenticeship program, it is too early to say that equivalency is in place. It appears that there is no debate about equivalent outcomes, but it has yet to be confirmed as to whether an additional practical assessment will be required of those with Ontario Chef Certificate of Qualification in order to gain the CCI designation of Certified Working Chef. There is agreement by CCI that the outcomes of the Certified Working Chef will ladder into those for Certified Chef de Cuisine, and advanced credit will be recognized. Humber College, who will be developing the Certified Master Chef (CMC) program for CCI is also in discussion with Holland College to map the outcomes against the Culinary Management degree program so that gaps are identified that would need to be filled to complete a degree program, and articulations can be in place from the beginning Summary The results of the mapping of competencies has shown a fair amount of equivalency in some categories between programs. Because of this, it should be possible to have improved ease of transferability between existing programs. If Page 22 of 51

23 there were an improved documentation of units within courses, it would assist with mobility and transfer of credit. Greater inclusion of descriptors of articulation and how programs ladder with one another would be beneficial to potential learners. Although all details may not be needed, for example, on websites, the availability of a detailed document such as the one we developed with Humber (see Appendix D-6) would be valuable if it were available on request. 4.4 Process comparisons and concerns Process issues were reviewed in three areas: o Access to training for Qualifications o Content and delivery, and o Assessment standards Access to training for Qualifications There appears to be good access to training available for Cooks apprenticeship technical training and certificate, diploma and degree programs. The challenge with the Cooks apprenticeship is to have enough qualified Journeypersons who are willing to take on apprentices, and who are in operations that provide a breadth of skill enhancement opportunities. There has been some suggestions made of innovative practices such as sharing apprentices, and providing greater support to employers/supervisors who are willing to take on apprentices. However, greater resources are required for this. One other challenge noted with the apprenticeship program is the difficulty in monitoring and following up with those who have taken pre-employment training or one level of apprenticeship and who do not return to complete their apprenticeship. It is felt that the industry is losing individuals who may not continue in the cooking field because of lack of encouragement (eg high school apprenticeship into the formal apprenticeship program) or follow up. Emerit line cook has limited in class training available, but online modules are currently under development. The gap in this training is hands on practical training. CCI programs have the least breadth of access (CCC is the only one available across the country at the present time), as even the CCC program which has been in place for a number of years is only available when a group of individuals in one centre identify interest and move forward to have a post-secondary institution deliver the program. Cost, particularly of assessment in the program is also a barrier, especially if assessors have to be flown in to the region. Possibly more flexible delivery options such as a combination of online and workshops might encourage more participation in the CCI programs. Page 23 of 51

24 4.4.2 Content and delivery Two challenges can be identified in terms of content and delivery that make joint credit and articulation difficult. There is a lack of consistency in the units that are clustered into courses, and a lack of consistency in timing of delivery (ie which year or level the same topics are taught within a program). If there was a consideration of modular credit, then the manner in which the modules are combined into courses would present less of a challenge for mobility and transfer of credit. Also, as can be seen from the different timing of delivery of courses/categories during the 2 or 3 levels of apprenticeship and in certificate and diploma programs, modular unit credits would allow for greater transferability between programs and jurisdictions Assessment standards When looking at equivalency of programs and Qualifications, assessment standards need to be considered as well as content and competencies. A list of good assessment principles that need to be incorporated when comparing Qualifications and looking at articulations has been compiled (see Appendix E-1). In order to be assured of equivalency and meeting the same minimum standards between programs, there needs to be quality of assessment in terms of validity, reliability and rigour. Consultation has indicated a concern about inconsistency in high school apprenticeship program standards, both in terms of delivery and in assessment. The qualifications required of the assessors in the emerit Line Cook Certification have been questioned by some. It is felt by some that assessors should hold a higher Qualification than the current requirement of Certified Line Cook trained in assessment. In the continued development of a Qualifications Framework, the minimum standards of assessment for Qualifications to be included need to be identified and stated as criteria. 4.5 Some good examples and innovative practices During the project, a number of good examples and innovative practices were found. These examples are not by any means exhaustive, but a few are identified here as indicators of resources or practices that encourage joint credit, articulation and clarification of optional learning routes. See Appendix D-7 for the samples. o Program descriptors that assist individuals to understand their choices in programs and Qualifications: Fanshawe College has a resource titled What s the Difference, which lists the various programs available in the cooking field at Fanshawe, Page 24 of 51

25 and provides information to help individuals make a choice as to which option is best for them. o Websites and awareness materials that promote the value of Qualifications in the field and some learning options: Go2 (the BC Industry Training Authority for Tourism) showcases case studies of cooks and chefs on their website, and all case studies incorporate statements about the value of the Qualifications the individual has achieved or is working towards. This website can be found at under Career Profiles. o Competency listings/logs: We have found that the log books of apprenticeship are not always used (indeed, they are not even known about by some), and they vary greatly across the country as to how detailed they are and how much of a resource they provide to the supervisory and the apprentice. One particular example that we find clear and a valuable resource is that of the Ontario Apprenticeship program. Two concepts in particular bear note; they provide general performance objectives on the job training and off the job learning outcomes within the log book to show how they complement one another. They also provide a clear listing of the responsibilities of the apprentice, sponsor/employer, and supervisor/trainer. o Linkages and articulation descriptors In order to provide clarity to potential students, it is valuable to provide information about articulations, advanced standing or other possible credits from a range of other optional learning routes. Often, it is only diploma to degree articulations that are noted. One example, on the Red River College website in Winnipeg, offers notation s of advanced standing for high school vocational programs, credit for Cooks Apprenticeship, and credit towards related programs such as Hospitality and Tourism Management, as well as articulation with degree program. Huron College has as one of their policies, that the current form designating course equivalence for the transfer of credits or for letters of permission be modified to contain a box which would declare whether the designation is to be used as a precedent. If it is, then the admissions office will add it to their data base and will declare the courses to be equivalent until told by the department that it is no longer accurate. This is efficient systemization of equivalency decisions, instead of having to repeat the process every time the same course comes for a request for transfer of credit. Page 25 of 51

26 o Joint Programs and Dual Qualifications Although many educational certificate and diploma programs qualify graduates to challenge Apprenticeship level exams, and some actually provide credit for Apprenticeship level technical training, very few are actually set up as joint programs with dual Qualifications. Although some research is needed to explore the interest in and value of dual Qualifications, the option is being offered by some Colleges, particularly in Ontario. The Coop Culinary Arts Diploma Apprenticeship program is a two year program which offers students coop terms to collect some of their required industry hours for apprenticeship, and where the colleges actually assist the students to find placements. This appears to be a much more supportive partnership where the college is able to work directly with workplace employers in order to support the required on the job learning of apprentices. It assures with this kind of partnership, that the workplace learning can complement and support the in school training. The Chefs Federation is exploring dual Qualification between the Ontario Chef Apprenticeship Qualification and the CCI Certified Working Chef. Such a dual Qualification would demonstrate partnership and valuing of Qualifications by both education and the profession. o Transfer guides and interprovincial agreements A number of jurisdictions now have a transfer agreement site, which identifies equivalent courses within the jurisdiction that should be eligible for transfer credit between institutions in that jurisdiction. (See listing Appendix E-2). With the BCCAT site, and their Principles and Guidelines for Transfer, they also incorporate Flexible or Innovative Transfer Guidelines, based on their stated approach that: After extensive study and consultation, the BC Council on Admissions and Transfer (BCCAT) has concluded that transfer among institutions in BC has become and will continue to become more complex due to the increase in the number of degree granting institutions. To maximize student access, the BC postsecondary education system is committed to enabling students to transfer relevant credits among institutions. In order to sustain this commitment in the face of the increasing number of receiving institutions and complex patterns of student movement among institutions, the BC Council on Admissions and Transfer is working to encourage the development of more innovative, flexible and efficient transfer arrangements. In doing so it recognizes the existence of necessary constraints on credit transfer, but wishes to minimize inequities and difficulties faced by students and institutions. As well, BC and Alberta have established a Transfer Protocol between provinces which states its purpose as The purpose of this agreement is to provide assurance to students that they will receive transfer credit for courses or programs they have successfully completed where the Page 26 of 51

27 content/outcomes are demonstrably equivalent to those offered at the institution to which they transfer. More of these interprovincial protocols are being explored. These would become a good basis for the development of provincial support for a Qualifications Framework in the cooking profession. 4.6 Articulations, potential articulations, and joint credit options o As noted, there appears to be the ability for individuals to gain transfer credit where individual courses of one program match the content, breadth and depth of a course in a different program. However, the ability to gain advanced standing or partial credit through unit basis has not been introduced. From the results of the mapping exercise, there is a large potential for unit credit transfer if it were feasible. o Increased articulation agreements between actual Qualifications would increase the ability of individuals to gain further Qualifications, or to move into optional learning routes. For example, if Apprenticeship were to explore articulation with diploma programs, the identified additional learning required (often general education and business courses) would clarify the option for individuals and possibly motivate them to continue with formal learning. o emerit should consider aligning their training (in some cases simply by reorganizing modules) with apprenticeship categories to allow for improved equivalency and possible advanced standing for theory through articulation with apprenticeship. This could provide some confidence and advanced standing for individuals who might then consider completing their Apprenticeship training. o Improved program descriptors with specific information as to what articulations or joint credits between as broad a range of programs as possible within single institutions or elsewhere are possible, even with existing articulations. o There should be continued exploration of the potential of joint credit or advanced standing between emerit and education certificate and diploma programs, such as the review with the Vancouver Community College culinary program and emerit Line Cook. Aside from joint credit options, any of these agreements would help to make industry and employers aware of the linkages of Qualifications, and the cooperative efforts underway. o The Certified Working Chef (CWC) program of CCI is a good bridge between Journeyperson status and the Certified Chef de Cuisine (CCC). It is an optional program (ie not a prerequisite to CCC), but offers the potential of confidence building as individuals progress with Qualifications. In order to ensure that this linkage is continued and accessible across the country, there needs to be definite activities to ensure its availability and connection to Apprenticeship programs in each jurisdiction as a progressive Qualification. Page 27 of 51

28 5.0 Qualifications Framework 5.1 Purpose of a Qualifications Framework This project approached the development of a framework using the OECD working definition of Qualification Framework, which states: "A qualifications framework is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. This set of criteria may be implicit in the qualifications descriptors themselves or made explicit in the form of a set of level descriptors. The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector for example initial education, adult education and training or an occupational area. Some frameworks may have more design elements and a tighter structure than others; some may have a legal basis whereas others represent a consensus of views of social partners. All qualifications frameworks, however, establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally. Models from other countries were researched, and some of the definitions and categories of a framework were taken from documents - particularly in Scotland and the UK, which have resource guides for the development of credit systems feeding in to larger Qualifications Frameworks. In the UK, they are dealing with a number of countries or separate educational systems that need to feed in to a larger framework, and from there they need to articulate with the European Qualifications Framework. Using some of these models, as well as those in Australia, The Pacific Region, the Caribbean and South Africa, we can see how the autonomy of regional systems can be maintained and yet still link to larger frameworks. They demonstrate how it is not essential to change systems, but to link systems for clarity. Frameworks are in place for potential students, employers, educators/trainers, policy makers and institutions to enable them to see the placement of Qualifications in relation to others for optional career development, and for program development and assessment that meet accepted standards. Page 28 of 51

29 In today s global society, with student exchange programs, movement of students within the stage of a specific program, employment mobility (between Canadian jurisdictions and internationally), it is imperative that we establish a clear framework for Canadians. In addition to this, as we have seen from the projected labour shortages, it is essential that we have a clear Pan-Canadian framework to provide benchmarks and information to those who may consider immigrating to Canada and look for employment within the cooking profession. A Qualifications Framework, no matter how informal, is the best method of achieving these goals in an efficient, effective manner. In the Committee s mind, a Qualifications Framework can lead to: Clearer career path options based on Qualifications and Credentials, and A better understanding by employers (and others) of the level and meaning of Qualifications (recruitment) and options for recognition of the value of continued learning for employees (retention) 5.2 What is a Qualifications Framework? A Qualifications Framework relates to the bigger picture of learning in a region, country or sector. Work on a Framework usually begins with Qualifications in higher education, with trades and vocational Qualifications being added later. Opportunities for prior learning assessment of informal and non-formal learning can be incorporated at various stages of a Qualifications Framework. Basically a Qualifications Framework is an Instrument for development and classification of qualifications. They are developed to provide value for learners, training providers, policy makers and the labour market.. Frameworks traditionally: Use a set of criteria for levels of learning achieved, Use credit systems for identifying amount of learning in a Qualification, and involve some type of Quality Assurance mechanism to assure the standard of any Qualification listed within the Framework. Much work has already been completed on the topic of Qualification Frameworks; Europe being a strong example of efforts to set up an overarching Framework (European), based on linkages and cooperation with national frameworks and systems. Cooperative efforts have also been initiated in other areas of the world. As regions and countries develop Page 29 of 51

30 national Qualification Frameworks they are mindful of what has been developed in other countries and regions such as the EU, both to make use of previous research and experience, and to ensure international acceptance of qualifications and worker mobility. These frameworks take many forms and appearances, according to national and sectoral specificities. Common to them all is a wish to tackle the increasing complexity of modern education, training and learning systems. Their principal aim is to clarify (for students, parents, learning providers, employers and policy makers) the main routes to a particular qualification, to what extent transfer is allowed and on which basis decisions on recognition are taken. Qualification frameworks are also used for quality assurance and development purposes; providing a reference for improvement and development at local, regional, sectoral and national level. They can vary from an extremely detailed, formal and legal Framework such as that of Ireland, below: 1 1 Further details can be found at Page 30 of 51